C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

1

Directions: Use your book to fill out the information on the lines below. Then write your name on this packet.

Title: The Lion, the Witch and the Wardrobe Author: ________________________________ Genre: ________________________________

Concepts: Setting, Theme, Cause and Effect, and Plot

Name: _________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

2

Genre Lesson Independent Practice: Elements of Fantasy

Name:________________________________ Date:_________________

Directions: As you read your book, record the fantastical or impossible details you come across in the story. Then, record the element of fantasy (magical creature, impossible object, myth, good vs. evil plot line, etc.) An example from The Lion, the Witch and the Wardrobe has been provided for you.

Fantastical Detail in the Book

Element of Fantasy Describe the Fantastical Detail What does it look like? What purpose does it

serve? Who uses it? Why is it magical or imaginary?

Example: wardrobe Example: magical objects Example: The large wardrobe has a mirror in its door. It is located in an empty room in the Professor’s house. Some moth balls fall out of it and it has coats hanging in it. Lucy and her siblings use it to be transported to Narnia. When they step into the back of it, it becomes the land of Narnia. It is magical because in real life people cannot use a wardrobe to be transported places.

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

3

Genre Lesson Independent Practice: Elements of Fantasy (continued)

Fantastical Detail in the Book

Element of Fantasy Describe the Fantastical Detail What does it look like? What purpose does it

serve? Who uses it? Why is it magical or imaginary?

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

4

Name: ______________________________ Date: ___________

Vocabulary Activity: Opposite Meanings Chapter 1: “Lucy Looks into a Wardrobe” — Chapter 4: “Turkish Delight”

Directions: Read each sentence from the book. The definition of each bold word has been provided for you. Write two to four antonyms of the word on the line provided.

1. “Lucy felt a little frightened, but she felt very inquisitive and excited as well.” (Chapter 1, p. 7) inquisitive: curious, interested, questioning antonyms: ___________________________________________________________ 2. “’Ah!’ said Mr. Tumnus in a rather melancholy voice, ‘if only I had worked harder at geography when I was a little Faun, I should no doubt know all about those strange countries.’” (Chapter 2, pp. 12-13) melancholy: sad, moody, depressed antonyms: ___________________________________________________________ 3. “’And I do hope you won’t get into dreadful trouble on my account.’“ (Chapter 2, p. 23) dreadful: horrible, frightening, awful antonyms: ___________________________________________________________ 4. “’But it wasn’t a hoax at all,’ said Lucy, ‘really and truly. It was different a moment ago.’” (Chapter 3, p. 27) hoax: trick, lie, prank antonyms: ___________________________________________________________ 5. He sneered and jeered at Lucy and kept on asking her if she found any new countries in other cupboards all over the house."(Chapter 3, p. 28) sneered: mocked, made fun of, insult antonyms: ___________________________________________________________ 6. “’Just like a girl,’ said Edmund to himself, ‘sulking somewhere, and won’t accept an apology.’” (Chapter 3, p. 32) sulking: pouting, moping, withdrawing antonyms: ___________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

5

Name: ___________________________ Date: ___________

Comprehension Questions

Chapter 1: “Lucy Looks into a Wardrobe” — Chapter 4: “Turkish Delight” Directions: Read the questions and then answer them in complete sentences. Use the book to help you, if needed. Use details from the text to support your answer. Record the Concept of Comprehension© on the line next to each question.

_____ 1. What spoiled the children’s plans to explore the grounds of the Professor’s house? What did they decide to do instead?

a. It was snowing. They decided to explore the house instead. b. It was raining. They decided to explore the house instead. c. He had guests coming over. They decided to cook for the guests. d. It was too dark. They decided to go to sleep.

_____ 2. Describe what Lucy found on the other side of the wardrobe.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ _____ 3. Why do you think that Mr. Tumnus was surprised to learn that Lucy is a girl/human?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ _____ 4. Why was Mr. Tumnus so upset when he was with Lucy?

a. He does not know how to help Lucy go back through the wardrobe to go home. b. The Queen found out that he did not bring Lucy to her. He is scared the Queen will turn him to stone. c. He is disappointed that he was not able to convince Lucy to bring her brother and sister to go through the wardrobe. He is scared the Queen will turn him to stone. d. He tricked Lucy into coming to his cave. She wants to go home, but he was supposed to bring her to the Queen. He is scared the Queen will turn him to stone.

_____ 5. Why don’t Lucy’s siblings believe her when she comes out of the wardrobe? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

6

Comprehension Questions (continued) Chapter 1: “Lucy Looks into a Wardrobe” — Chapter 4: “Turkish Delight”

_____ 6. After entering Narnia, how did Edmund feel about how he had been treating Lucy?

a. He felt so bad he left Narnia. b. He felt bad, but started to push it out of his mind and explore Narnia. c. He didn’t want to admit that he was wrong, but he felt bad about how awful he had been to Lucy. He shouted for her, telling her that he was sorry. d. He was upset about how he treated her and started to cry.

_____ 7. Why was the Queen so interested in Edmund?

a. She wanted know if Edmund is human because she is looking for humans. She wants to do something with them. b. She was told that there was something special about him. c. She never saw a creature like him, so she wanted to learn more about him. d. She saw other humans in Narnia and was wondering if he was human too.

_____ 8. When the Queen suggested that she could make his brother and sisters a Duke and Duchesses, Edmund told her that, “There is nothing special about them.” Why did Edmund say this? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 9. What affect did the Turkish Delight have on Edmund? Why was Edmund’s thinking driven by his desire for Turkish Delight? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 10. Lucy was very excited to share her experience with her other siblings. How was Edmund feeling? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

7

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

8

Lesson 1 Independent Practice: The Language of Setting

Name: ___________________________ Date: ________________

Directions: Examine the language used to describe the woods of Narnia in Chapters 3-4 of The Lion, the Witch and the Wardrobe.

Setting: ______________________________________________

1. What can you see, smell, taste, hear, and feel in this place?

2. List any adjectives used to describe the place.

3. Record any textual evidence that tells you how the characters feel about this place.

4. How does the description of the place make you feel?

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

9

Name: ______________________________ Date: ___________

Vocabulary Activity: One of These Words is Not Like the Others Chapter 5: “Back on This Side of the Door” — Chapter 9: “In the Witch’s House” Directions: Read each group of words. Cross out the word that does not belong in the group. Then explain why the remaining words belong together. 1. taunting jeering ridiculing complimenting

______________________________________________________________________

______________________________________________________________________

2. reasonable sensible unwise logical

______________________________________________________________________

______________________________________________________________________

3. inhabitant occupant resident displaced person

______________________________________________________________________

______________________________________________________________________

4. deceit disloyal treason devotion

______________________________________________________________________

______________________________________________________________________

5. beckoned repel waved motioned

______________________________________________________________________

______________________________________________________________________

6. faithful mislead disloyal betray

______________________________________________________________________

______________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

10

Name: ______________________________ Date: ___________

Comprehension Questions Chapter 5: “Back on This Side of the Door” — Chapter 9: “In the Witch’s House” Directions: Read the questions and then answer them in complete sentences. Use the book to help you, if needed. Use details from the text to support your answer. Record the Concept of Comprehension© on the line next to each question.

_____ 1. Why did Peter and Susan decide to speak to the Professor? What happened as a result of Peter and Susan’s conversation with the Professor? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ _____ 2. Why didn’t Edmund support Lucy’s story? Why did he lie? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 3. What happened to Mr. Tumnus? Why?

a. He was sent out of Narnia through the wardrobe to look for more humans. The witch needed humans and knew that a human (Lucy) came through the wardrobe. b. He was taken away by the Witches’ guards because he disobeyed her by not bringing a human to her (Lucy). He was most likely turned into stone. c. He was rewarded by the Witch for finding and bringing a human (Lucy) to the Witch. d. He was killed by the Witch because he did not bring her a human (Lucy).

_____ 4. Why did Edmund ask Peter about whose side is right (The Queen or the Robin) when they followed the Robin?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ _____ 5. What does the poem that Mr. Beaver shared with the children mean? (“Wrong will be right, when Aslan comes in sight, At the sound of his roar, sorrows will be no more, When he bares his teeth, winter means death, And when he shakes his mane, we shall have spring again.”) ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

11

Comprehension Questions (continued) Chapter 5: “Back on This Side of the Door” — Chapter 9: “In the Witch’s House”

_____ 6. Complete the Venn diagram below by comparing and contrasting the Beavers’ home with the home of Mr. Tumnus.

Beavers’ Home Mr. Tumnus’ Home

_____ 7. Why was Mr. Beaver happy about the new snowfall? a. He knew that the snow would result in a visit from his friend, Mr. Tumnus. b. He wanted to play with Lucy in the snow. c. It was perfect weather for him to hide in his home for the winter. d. He was happy because the snow covered the tracks that he made with the children. He did not want the Witch to see their tracks because then she could find and capture them.

_____ 8. Why was it important for Peter, Susan, Lucy, and Mr. Beaver to know how much of their conversation Edmund had heard?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 9. Describe the White Witch’s castle.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 10. Why did Edmund have had a mysterious and horrible feeling about Aslan?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

12

Lesson 2 Independent Practice: The Effects of Characters’ Decisions

Name: _________________________________ Date: ________________ Directions: Using the siblings’ decision to save Tumnus as the cause, list the direct effects of this decision throughout the novel. Decision: The siblings decide to save Tumnus.

Effect:

___________________________________________________________

Effect:

___________________________________________________________

Effect:

___________________________________________________________

Effect:

___________________________________________________________

Effect:

___________________________________________________________

Effect:

___________________________________________________________ In 1-2 sentences, summarize the effects of the siblings’ decision to save Tumnus:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

13

Name: ______________________________ Date: ___________

Vocabulary Activity: Questions, Reasons, Examples Chapter 10: “The Spell Begins to Break” — Chapter 13: “Deep Magic from the Dawn of Time”

Directions: Think about the meaning of the following words from The Lion, the Witch and the Wardrobe.

abide, solemn, vicious, pavilion, repulsive, dispute, traitor

Answer the following questions about the vocabulary words.

1. Describe a time when you were not able to abide by something. Explain.

___________________________________________________________________

___________________________________________________________________

2. When might you see people act in a solemn manner?

___________________________________________________________________

___________________________________________________________________

3. If someone acts viciously toward you, are they being nice to you or mean to you? Explain.

___________________________________________________________________

___________________________________________________________________

4. What is something that you could do at a pavilion?

___________________________________________________________________

___________________________________________________________________

5. What do you find more repulsive--eating pancakes or eating chicken feet?

___________________________________________________________________

___________________________________________________________________

6. What might cause a group of people to have a dispute?

___________________________________________________________________

___________________________________________________________________

7. Would you want to be friends with a traitor? Why or why not?

___________________________________________________________________

___________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

14

Name: ______________________________ Date: ___________

Comprehension Questions

Chapter 10: “The Spell Begins to Break” — Chapter 13: “Deep Magic from the Dawn of Time” Directions: Read the questions and then answer them in complete sentences. Use the book to help you, if needed. Use details from the text to support your answer. Record the Concept of Comprehension© on the line next to each question. _____ 1. In Chapter 10, what does the narrator mean by Peter’s voice sounding pale? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ _____ 2. What does the presence of Father Christmas mean to the White Witch?

a. It is upsetting because her creatures should be trying to capture humans rather than celebrating. b. Narnia will remain in eternal winter. c. Humans are not too far away. d. Her spell over Narnia is breaking.

_____ 3. Why did the White Witch turn the party of animals into stone?

a. She enjoyed turning happy animals into stone. b. She was upset that they were celebrating when they should have been out working to capture humans. c. She was mad that they were celebrating with food from Father Christmas because it showed that her spell of eternal winter was breaking. d. She was upset that they did not invite her to the party. She thought she should have been invited since she is Queen.

_____ 4. Describe how Edmund felt as he traveled through Narnia with the White Witch.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 5. Compare and contrast the reactions of the children and the White Witch to the thaw.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

15

Comprehension Questions (continued) Chapter 10: “The Spell Begins to Break” — Chapter 13: “Deep Magic from the Dawn of Time”

_____ 6 Why did the Beavers and children relax a little after they realized that the Witch would no longer be able to use her sledge? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________ _____ 7. Describe the scene at the Stone Table. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 8. What was the Witch planning to do before the wolf appeared to tell her about the scene at the Stone Table?

a. The Witch was planning on killing Mr. Tumnus. b. The Witch was planning on killing Edmund. c. The Witch was planning on killing Lucy. d. The Witch was planning on killing Aslan.

_____ 9. When Edmund returned, why did Aslan tell the children that, “there is no need to talk to him (Edmund) about what is past”?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 10. What condition did Aslan place on meeting with the White Witch? Why?

a. He said she must place her wand behind an oak tree because he did not want her to use her wand to turn things to stone. b. He only agreed to meet with her if the children could go home because he was afraid she would turn them into stone. c. He told her that all stone creatures had to be turned back into living creatures because he knew the creatures would help him. d. He told her he would only meet with her if the children could come with him because it would allow him to make sure that her creatures were not turning them to stone while he was gone.

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

16

Lesson 3 Independent Practice: Character Conflict: Aslan vs. the Queen

Name: _________________________________ Date: ____________

Directions: Use a reporter’s questions—Who? What? Where? When? How? and Why? to analyze the conflict between Aslan and the Queen in The Lion, the Witch and the Wardrobe.

Who was the conflict between? __________________________________________________________________________

__________________________________________________________________________

What was the conflict over or about? __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

When and Where did the conflict take place?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

How did the conflict happen? __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Why did the conflict happen? __________________________________________________________________________

__________________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

17

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

18

Name: ______________________________ Date: ___________

Vocabulary Activity: Four Square Chapter 14: “The Triumph of the Witch” — Chapter 17: “The Hunting of the White Stag”

Directions: For each word below, write the definition, examples of the word, and non-examples of the word. You may use a dictionary if you are unsure of the meaning of the words.

1. Word

triumph

Examples

Definition

Non-examples

2. Word

prodigious

Examples

Definition

Non-examples

3. Word

concealed

Examples

Definition

Non-examples

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

19

Vocabulary Activity: Four Square (continued) Chapter 14: “The Triumph of the Witch” — Chapter 17: “The Hunting of the White Stag”

4. Word

revelry

Examples

Definition

Non-examples

5. Word

remnants

Examples

Definition

Non-examples

6. Word

lurking

Examples

Definition

Non-examples

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

20

Name: ______________________________ Date: ___________

Comprehension Questions

Chapter 14: “The Triumph of the Witch” — Chapter 17: “The Hunting of the White Stag”

Directions: Read the questions and then answer them in complete sentences. Use the book to help you, if needed. Use details from the text to support your answer. Record the Concept of Comprehension© on the line next to each question. _____ 1. How did Aslan’s mood affect those around him?

a. The girls cried themselves to sleep. b. His mood prevented everyone from asking him how his meeting went with the Witch. Lucy had feeling that something bad would happen. c. Peter told Aslan he would not fight the Witch on his own. d. The siblings became very angry at Aslan.

_____ 2. Which of the following best describes the scene at the Stone Table?

a. The girls stood around, while Aslan’s mane was cut off. b. The Witch’s people tied Aslan up and cut off his mane. The creatures saved Aslan from death. c. The Witch’s people tied Aslan up and cut off his mane. She used her knife to kill him. d. The creatures dragged Aslan away from the Witch.

_____ 3. Describe how Lucy and Susan felt at the beginning and the end of Chapter 15.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 4. Why did Aslan return to life? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 5. Describe the battle scene that Aslan and the animals came to at the end of Chapter 16.

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

21

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Comprehension Questions (continued) Chapter 14: “The Triumph of the Witch” — Chapter 17: “The Hunting of the White Stag”

_____ 6 How was the Witch finally destroyed?

a. The creatures attacked her. b. Peter tied her up and killed her. c. Aslan’s army shot and killed her. d. Aslan rolled on the Witch and all of the creatures in Aslan’s army piled on her as well.

_____ 7. Why was winning the battle with the Witch important?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 8. What does winning the battle against the Witch represent? Explain.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 9. How the children end up back in the wardrobe?

a. They look for the White Stag, go to the lamppost, and then accidently tumble out of the wardrobe. b. The White Stag brings them to the exit of the wardrobe. c. They wake up and realize it was all a dream. d. The Professor finds them in Narnia and brings them to the wardrobe.

_____ 10. What do you think will happen to the children in the future now that they have left the wardrobe? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

22

Lesson 4 Independent Practice: Deciding Theme

Name: ____________________________ Date: ______________

Part I. Directions: Examine the effects of the Queen’s to evil decision to kill the siblings by filling out the chart below. Use the information to figure out some possible themes for The Lion, the Witch and the Wardrobe.

Effects of the Decision: _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

________________________________________________________________

Evaluate: Were the effects positive or negative? Why? _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

________________________________________________________________

Possible Themes _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Character’s Decision:

Queen’s decision to kill the siblings.

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

23

Lesson 4 Independent Practice: Deciding Theme (Continued)

Part II. Directions: Examine the effects of Aslan’s decision to sacrifice himself in exchange for Edmund’s freedom by filling out the chart below. Use the information to figure out some possible themes for The Lion, the Witch and the Wardrobe.

Effects of the Decision: _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

________________________________________________________________

Evaluate: Were the effects positive or negative? Why? _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

________________________________________________________________

Possible Themes _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Character’s Decision:

Aslan’s decision to sacrifice himself in exchange for Edmund’s freedom.

C O N C E P T S O F C O M P RE H E N S I O N : T H E L I O N , T H E W I T C H , A N D T H E W A RD RO B E 5 T H G RA D E U N I T

Student Packet

© 2010 Urban Education Exchange. All rights reserved

24